July 26, 2021
July 26, 2021
July 19, 2022
Engineering Design Graphics
The COVID-19 pandemic has created many challenges for lab-based courses. Faculty have been faced with moving all facets of their courses online or with determining ways in which portions of courses could be taught safely in a face-to-face environment. During the Fall 2020 semester, a GD&T course was offered in a hybrid/blended/flex format within the [Department] at [Institution Name]. This course was offered in the previous 4 fall semesters in a face-to-face format where students attended 2-hour class sessions twice each week (lecture and labs). Some of the previous lab assignments were set-up to allow students to work together in groups of three or four on a coordinate measurement machine. Adjustments were made during the Fall 2020 semester to minimize the physical distance between individuals in the classroom and laboratory while also giving students the option for accessing the classroom remotely through Zoom and the software remotely through Citrix. Students who felt uncomfortable being around other individuals were given access to the metrology lab outside of normal class hours. This paper will describe the parameters in which faculty at [Institution Name] used to make decisions about the mode of instruction in their courses, describe the adjustments that were made to content delivery and lab activities within the GD&T course, discuss changes in how assignments were evaluated, compare student performance on course outcomes with previous semesters, describe student engagement during the semester, and discuss instructional strategies that had positive impacts on student learning.
Branoff, T. J. (2021, July), Conducting a Blended GD&T Course During the COVID-19 Pandemic: Lessons Learned Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36834
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